A Research-Based Teaching Model in ESL Reading Course at University Level: A Critical Thinking Perspective

DOI

10.2991/sschd-16.2016.90How to use a DOI?

Keywords

ESL reading comprehension context, Research-based Teaching model, Critical thinking, Teaching and learning strategies.

Abstract

Studies indicate that teachers with research-based teaching conceptions are more likely to implement practices involving students to think independently and critically. This thesis tries to make a theoretical study of the research-based teaching model to help foster students' critical thinking while reading in English. According to the author, three elements are important in facilitating this learning, namely, teaching philosophy, teachers and learning context. Specifically, this paper probes the important teaching and learning strategies in terms of teachers' behaviour. At the end of the article, a conclusion is made that learning outcome can be improved with adoption of a variety of teaching methods in reading course.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Hai-yan Wang
PY  - 2015/12
DA  - 2015/12
TI  - A Research-Based Teaching Model in ESL Reading Course at University Level: A Critical Thinking Perspective
BT  - Proceedings of the 2nd Annual International Conference on Social Science and Contemporary Humanity Development
PB  - Atlantis Press
SP  - 450
EP  - 457
SN  - 2352-5398
UR  - https://doi.org/10.2991/sschd-16.2016.90
DO  - 10.2991/sschd-16.2016.90
ID  - Wang2015/12
ER  -